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11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Early American Landscape Painting (3 weeks) • How does an artist show light in a
painting? • Why might you need some dark
colors also? • Why did these artists like to paint
the land? • What is a landscape?
• Sketching landscape with foreground; middle ground; background
• Using yellow and white to show sunlight.
• Using neutral colors and blue to show shadows.
• Color blending.
• American history – mid 19th century • How the frontiers people explored
the western part of North America. • Similarities/differences of
landmarks now/then. • Colored pencil drawing adding
yellow and white to show light source.
• Tempera painting with white/yellow/ and neutrals to show landscape with foreground, middle ground and background, with highlights.
UNIT: Frederic Edwin Church and the Hudson River School (2 weeks) • Why was the Hudson River so
important? • Have you visited the Hudson River?• Is there a river near here? • Would you like to paint a river
landscape? • What would you include in it?
• Painting water using blue, green, and white.
• Drawing the river landscape with foreground details.
• Drawing scenery
• Hudson River Valley in mid 19th century.
• Hudson River Valley now • Esopus Creek • New Paltz river community. • Landscape painting with foreground
river. • Torn paper collage of river
landscape. • Tissue paper river collage.
11/04
New Paltz Central School District
ART Second Grade
UNIT/ESSENTIAL QUESTIONS SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED
LESSONS UNIT: Paleolithic Cave Art (2 weeks) • When and why did people live in
caves? • Why did they make art there? • Why do you think they made
animals and women subjects? • How did the ancient people express
their art ideas?
• Texture rubbing on crumpled paper. • Ink on textured paper. • Charcoal and pastel blending. • Animal representational drawing.
• Paleolithic art (ancient time-line) • Europe on world map • Textured paper bag with earth color
cave wall with bison or animal from Attimira
• Papier-mâché or paper clay Venus of Willendorf sculpture
UNIT: Art of Asia: Origami (2 weeks) • Where are Asia, China, and Japan?• Where did the ancient Asians get
their ideas for their artwork? • What would you make if you were
Japanese? • How did they show their
appreciation of the land and animals in their artwork?
• Paper folding, creasing, and scoring.
• 3D sculpture construction
• The culture of Asia and the Far East
• Agrarian culture • Far East geography • Paper folding – animal, bird,
lantern, boat
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: The River of History: New Paltz (4 weeks) • What peoples from far away
came to New Paltz long ago? • What did their houses look
like? • How did they play and work on
the Wallkill River? • Can a river be in a landscape
drawing? • What will New Paltz look like in
200 years?
• Thread of time cognition • Landscape scenery • Detail fluency • Illusion of depth in drawing • Higher order thinking skills • Cultural diversity
• French 1600s in New Paltz • Dutch 1600s in New Paltz • Present day New Paltz • Vocabulary: culture, landscape, Wallkill
River, French, Dutch, history, dwelling • Crayon resist landscape • Architectural sketch • Landscape with river painting • Portrait of French and Dutch in period dress • Drawing/painting of own dwelling • Assessments
o Rubric o Observation
• Resources o Huguenot Historical Society o www.hvnet.com/museums/huguenots
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Louise Nevelson: 3-D Design (5 weeks) • Where is Russia? • What is sculpture? • Do Nevelson’s sculptures look
like real things? • Did Louis Nevelson work in
New York? • What does Nevelson’s
sculpture look like?
• Paper/tag board folding, scoring, bending
• 3-D constructing, building
• 20th century Russia • 20th century New York City • Vocabulary: balance, 3-dimensional, sculpture,
abstract, base, Louis Nevelson • Relief sculpture/clay • Free-standing sculpture/wood • Tag board sculpture with base • Wooden assemblage • Relief sculpture with tag board • Cardboard sculpture • Assessments:
o Rubric o Observation
• Resources: o Video: Louis Nevelson, National Gallery of
Art o Teacher-made examples o www.artincontext.org o www.the-artists.org o www.albrightknox.org/artstart/LNevelson.html
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Cubism: Picasso (4 weeks) • What is a cube? • Who was Pablo Picasso and
why was he important? • How did cubes inspire him? • How did he make a painting
look similar to cubes? • Did he paint things to look real
or look abstract? • What is geometric?
• 3-D shape/form awareness • Changing the realistic to
abstract • Higher order thinking skills • Shape variation understanding
• 20th century Spain • 20th century France • 20th century America • Vocabulary: modern, abstract, cubism/cube,
geometric, shading, 3-dimensional • Geometric portrait/tracing shapes • Coloring reproductions of Picasso • 3-D shading with graphite • Cut out construction paper-geometric shapes • Paper sculpture/folded cubes • “Geometric” portrait or still life • Assessments:
o Rubric o Observation
• Resources: o Picasso reproductions/coloring sheets o “Cubist” tag board sculpture example o Tracing templates o Video: Picasso, National Gallery of Art o Video: Artists at Work, Wilton Series o Cubism, Alfred Schmeller o Picasso, Ernest Raboff o www.ArtofSile/cubismcolour.msnw o www.arthistory.about.com/library/nosearch/np-
picassomusicians.htm
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Leonardo da Vinci (4 weeks) • Can an artist be talented in
other areas? • What did Leonardo da Vinci
do? • How does the Mona Lisa make
you feel/think? • How can you be an inventor? • What is an invention?
• Time/place awareness and sense
• Cultural diversity awareness • Self-image enhancement • Portraiture • Landscape
• Italian Renaissance period • Vocabulary: Mona Lisa, Leonardo,
landscape, background, portrait, style, realistic, invention
• Self portrait in style of Leonardo • Portrait of Mona Lisa • Imaginary landscape with river • Portrait of Leonardo • Sketch an “invented machine” • Assessments:
o Rubric o Observation
• Resources: o Video on Leonardo, National Gallery
of Art o Slides of Leonardo’s work o Books about Leonardo/Mona Lisa o Teacher – made copy of the Mona
Lisa o Da Vinci, Patrice Boussel o Leonardo da Vinci, Hellmut Wohl
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Ancient Roman Architecture (3-4 weeks) • What is architecture? • How did the ancient
Romans/Italians build their buildings?
• What did their buildings look like?
• What is a column? • What is an arch?
• Geometric shape identification • Visual perception acuity • Part-to-whole relationship • Fine motor skills • Tracing template skills • Eye/hand coordination • Timeline knowledge
• Roman and Romanesque style • Ancient Rome/Italy • High Renaissance art/architecture • Vocabulary: ancient, arch, column,
Rome/Roman, Italy, architecture • Façade drawing with graphite • Column/pediment construction with
cardboard/tag board • Assessments:
o Rubric o Observation
• Resources o The Four Books of Architecture,
Andrea Palladio o www.archpedia.com/styles-
Renaissance-5.html
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Animals in Art (3 weeks) • Where are animals found in
Art? • Who used animals first in their
artwork? • Why would you put animals in
your artwork? • Which animals/creatures
would you use? • Which artists portrayed lots of
animals?
• Higher order thinking skills • Detail fluency • Animal appreciation • Animal rendering • Landscape with animal drawing • Knowledge of landscape
painting • Animal sculpture knowledge
• 18th – 19th century landscape painting • Cave art • Rock art • Native stone or wooden sculpture of
animals • Abstract animal sculpture of Northwest
Indians • Vocabulary: cave art, rock art, abstract,
motif, details, scale, landscape, habitat, animal
• Clay animal sculpture • Drawing animals and habitat • Landscape with animal drawing • “Creature creation” • Assessments:
o Rubric o Observation
• Resources: o Wilton Art Appreciation Series 200 –
Animals o Reproductions of animals found in arto Animal sketch books o Reproduction of The Peaceable
Kingdom
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: North American Ceramic Work (4-5 weeks)) • Who were/are native North
Americans? • What is clay? • How did they use clay art? • What is a pictograph? • What is a motif? • Can you create your own
motif? • How would you change their
designs (motifs?)
• Plasticine modeling/joining 3-D forms
• Etching/imprinting clay • Hand building techniques • Design a clay vessel to
use • Design a clay mask for
decoration or play
o Eskimo/Innuit o Zuni, Hopi, Pueblo o Vocabulary: mask, slab, coil, etch, vessel,
Eskimo/Innuit, Zuni, Hopi, Pueblo, nature, texture, motif
o Modeling 3-D forms with plasticene o Coil/slab hand building with clay o Mask making with clay and other materials o Vessel making with clay o Slab hanging with etched motifs o Pendant from ceramic clay
• Assessments: o Rubric o Observation
• Resources: o Video: Native Art of North America o Book: Innuit, The Art of the Canadian
Eskimo, W.T. Larmour o Book: The World of the American Indian o Prints, posters, slides of Native American
art o Book: Art of Oceana, Africa, and the
Americas, The Metropolitan Museum of Arto Book: Ceramics, A Handbook, Glenn C.
Nelson
11/04
New Paltz Central School District
ART Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: I Am the Artist (3 weeks) • What is an artist? • How does an artist speak
through art? • In what different ways/forms
does art appear? • How can you make art? • How are you an artist? • What would you like to say
through your art?
• Confidence • Risk-taking • Self image enhancement • Personal creative
development • Portraiture with proportional
features • Pattern motif with star • Use of ruler/straight edge • Fine motor development
• Portraiture in various cultures • Islamic architectural elements • Art examples from Egyptian, Greek, Roman,
and other cultures • Vocabulary – portrait, Sully, Van Gogh, line,
pattern, design, artist, art • Self portrait with patterned border • Drawing/painting of home environment • Creative experiences with symbols and
elements/principles of design • Assessments
o Rubric o Observation
• Resources: o Adventures in Art and Artists at Work
(Wilton Art Appreciation Series) o Slides, reproductions of various art
from various cultures o Principles of Design: Pattern, Albert W.
Porter o Pattern Design, Archibald Christie o Encyclopedia of Ancient Egypt, Gill
Harvey o The Art of Ancient Egypt, Shirley
Gulbok o Art Smart, Susan Rodriguez
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Art IS… (2-3 weeks) • What is art to you? • How can you make art? • Where is art? • Are you an artist? • How many kinds of art can you
name? • What is creativity?
• Higher order thinking skills (transference), analysis
• Listening/responding skills • Personal creative development • Self-expression of meaningful
feelings, emotions, ideas • Exploration of various media
• The artist as a “mirror” of time/place• The art of chosen culture • Vocabulary – culture, artist, create,
subject, theme, emotion, feelings, mood
• Rubber stamping with art sayings • Embellishments of magazine
cutouts with mixed media • Lettering Art Is… with illustration • “I Am the Artist” journal cover
design • Assessments
o Rubric o Observation
• Resources o Adventures in Art and Artists
at Work (Wilton)
11/04
New Paltz Central School District
ART Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: The Nature of Art (3 weeks) • What is nature? • How do things found in
nature inspire you? • What art looks like nature? • Do you like and appreciate
nature? • How would you use nature
for your art work?
• Aesthetic valuing in art and nature
• Visual training • Self confidence • Nature observation skills • Idea/detail fluency • Knowledge transference
• Various landscapes in different cultures at different times
• Use of natural materials in artwork by various cultures at various times
• Vocabulary – nature, artist, landscape, architecture, detail, collage, hand building clay, inspire
• Nature collage • Landscape drawing/painting • Ceramic hand building • Mosaic • Nature printing • Wooden Sculpture • Assessments
o Observation o Rubric
• Resources: o Various slides, filmstrips, videos about
natural phenomena and nature in art and nature’s inspiration for art in various scientific disciplines (earth science)
• Books: o Down the Colorado, John W. Powell o The Hudson River School, Louise Minks o Nature Printing, Laura D. Bethmann o Appalachian Wilderness, Elliot Porter
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Millions of Colors (3 weeks) • How many colors are there? • Where do colors come from? • Can colors be bright and dull? • What colors do you think have to be
here first? • How can you change a color? • What is a color wheel? • What are the primary, secondary,
and intermediate colors? • What are neutral colors?
• Personal creative development/expression
• Risk taking skills/behaviors• Fine motor skills • Color blending • Scientific method of
inquiry/questioning • Color discrimination
• Colors in differing cultural aspects such as architecture, painting, mosaics, clothing, etc.
• Vocabulary – color, hue • Color wheel making • Oil pastel drawings • Straw painting • Mixed media tissue collage • Multi colored printing • Tempera painting • Water color techniques • Tints, tone, shade blending • Assessments:
o Rubric o Observation
• Resources: o Video – Color (Wilton, Series 200) o Slides of artwork, nature, built
environments, etc. o Color reproductions of various
styles/periods of painting (Impressionism, Fauvism, etc.)
o Teacher made color paddles, color wheel
o Light and Color in Painting (slides), The National Gallery of Art
o Color and Value, Joseph A. Cutto
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: African-American Art (4 weeks) • Where do African
Americans come from? • Who was William J.
Johnson? (and others) • How does a person’s
life/culture affect his/her artwork?
• Does it matter what race you are?
• What does his painting ____ look like? How does it use color? How does it make you feel?
• Art “criticism”-responding/valuing
• Cultural awareness/acceptance
• Style awareness • Theme awareness
• Harlem Renaissance, New York City – 20th century • William J. Johnson or ______ • Vocabulary-theme, African-American, style, race,
William J. Johnson or _____, Harlem Renaissance • Drawing/painting genre or surreal • Portraiture • Drawing African–American themes • Illustrating verse around African-American themes • Assessments
o Rubric o Observation
• Resources: o The Harlem Renaissance, Working with
Pattern (Scholastic Art) o The Art of Oceana, Africa, and the Americas o Reproductions of various African-American
artists o www.nmaa-ryder.si.edu/Johnson/hisstory.html o www.nmaa-
ryder.si.edu/Johnson/resource.html o www.liu.edu/cwis/cwp/library/aavaahp.html
(African Americans in the visual arts, a historical perspective)
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Multi-Cultural Diversity (4 weeks) • What is a culture? • Are you in a culture? • Do cultures have different art
styles/themes/images? • Do cultures change? • What does your culture look
like? • How can you express/tell
about your culture?
• Appreciation of cultural diversity/acceptance
• Transference of knowledge of human traits to concrete art works
• How the artists are inspired by their culture
• History through art of various cultures at various times, e.g., Ancient Greek/Roman, African, European, Asian
• Vocabulary – the country/region studied themes/motifs/place names/nature
• Ceremonial or utilitarian artwork of various cultures
• Sculpture of various cultures • Zuni, Hopi, Pueblo pottery motifs • Cunieform/pictograph/heiroglyps of ancient
culture • Assessments
o Rubric o Observation
• Resources: o Multi-cultural Books to Make and
Share, Susan Gaylord o Global Art, Mary Ann Kohl and Jean
Potter
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Meet the Artist: Matisse (4 weeks) (or another artist) • Do you like Matisse’s work? • Is it simple or complicated? • What colors does he use a lot? • What do the lines do? • Is his work real or abstract?
• Cutting and gluing • Overlapping shapes • Making tints, shades, and tones • Fine motor skills • Making simple/abstract things
• Early 20th century France • Late 19th century France • Fauvism period • Vocabulary – abstract, simple, intense
color, tints, shades, contrast, mobile, mixed-media
• Matisse style painting • Construction/fadeless paper cut-
outs/glue • Mobile with simple curvilinear shapes • Mosaic with Matisse simple form • Assessments
o Rubric o Observation
• Resources o Matisse reproductions o The Art of Matisse, Julian Pendall
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Cartooning (4 weeks) • Do cartoons look like real
things or real people? • How do cartoon faces tell how
the character feels? • What is a cartoon? • Are cartoons a form of art? • Can you draw a cartoon?
• Simplification of images • Graphic representation of facial
expressions • Eye/hand coordination • Fine motor skills • Caricature • Imagination
• Cartoons in the news • Publications for humor, satire, or
advertisement of various cultures • Vocabulary – cartoon, simple, simplify,
facial expression, advertise, humor, funny, silly
• Cartoon character invention/drawing • Animation flip book • Cartoon story board • Assessments
o Rubric o Observation
• Resources: o Video: Be a Cartoonist, Mid-Com o I Can Draw Cartoons, Walter
Foster and Len Epstein o Blitz Cartooning Kit, Bruce Blitz
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: The Starry Night of Van Gogh (3-4 weeks) • Do stars have to look like
dots and circles? • Can stars swirl like spirals? • How did Vincent Van Gogh
paint stars? • What is a brush stroke? • Who was Vincent Van
Gogh? • Can groups of stars make a
picture of something?
• Higher order thinking (analysis)
• Science ↔ Art transference
• Astronomy
• Post Impressionist Period • Present culture/astronomy • Vocabulary – swirl, spiral, star, shimmer, glitter, Vincent Van
Gogh, brushstroke, astronomy, telescope, constellation, movement
• Drawing/painting starts • Creating spiral design • Making foil/glitter star collage • Drawing Van Gogh’s self portrait • Creating a new constellation of stars • Landscape in Van Gogh’s style of brush stroking • Assessments
o Rubric o Observation
• Resources: o The World of Van Gogh, Robert Wallace o Van Gogh, Grace Evans (with slides) o Moment and Rhythm, Gerald Brommer o The Starry Night reproduction o www.ibiblio.org/wm/paint/auth/gogh/starry-night o www.mgscr.hubblesite.org o www.hubblesite.org/newsenter/newsdesk/archive/relea
ses/2004/10/ o www.mgsre.hubblesite.org/hu/db/2004/10/images/a/for
mats/web-print.jpg o Reproductions/slides: The Inquiring Eye: Post Impressionism, National Gallery of Art
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Ceramic Hand Building (3 weeks) • Where does clay come from? • How can clay be changed in
shape? • What could you make from clay? • Why did ancient cultures (people)
make things out of clay? • How could you build with clay
pieces?
• Eye/hand coordination • Fine motor skills • Clay modeling and joining • Slab/coil making
• Zuni, Hopi, Pueblo Native American cultures • African cultures • Ancient Greece (and others) • Vocabulary – clay, model, slab, coil, build,
construct, molif, various cultures’ names • Native American pottery/clay work • African masks • Bas-relief clay design • Assessments
o Rubric o Observation
• Resources: o Video: Native Art of North America, J
Weston Walch o The World of the American Indian,
The National Geographic Society o Ceramics, A Potter’s Handbook,
Glenn C. Nelson
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: 3-D Has Sides and Thickness (3 weeks) • How can you make/build art that
stands up? • How many different ways can you
measure things? • What is sculpture? • What does “three dimensional”
mean? • What can you use to join the parts
of a sculpture? • Does a sculpture have to be
balanced? Symmetrical?
• Measure • Identify three dimensional
objects • Compare 2D to 3D • Fastening, gluing, taping
skills • Folding skills • Clay modeling (fine motor
skills) • Cutting/tearing skills
• Various cultures and their 3D art examples • Zuni, Hopi, Pueblo Indian pottery • African masks • 19th – 20th century western sculpture • Vocabulary – three dimensional, thick,
measure, sculpture, slab, coil, mobile, assemblage
• Various additive sculpture • Various subtractive sculpture • Mobile • Relief Sculpture • Clay hand building/modeling/joining • Architecture components • Paper folding sculpture • Assessments
o Rubric o Observation
• Resources: o Video: Louise Nevelson, National
Gallery of Art o Discover Art, L. Chapman o Art in Action, G. Hubbard o Slides, filmstrips with examples of
sculpture around the world at different periods
o Let’s Discover Paper, J. Rhomberg o The Internet-Linked Encyclopedia of
Ancient Egypt, Gill Harvey
New Paltz Central School District ART
11/04
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
o The Art of Ancient Egypt, Shirley Glubok
o Video: Native Art of North America, J. Weston Walch
o Paper Capers, Steve and Megumi Biddle
o The ABC’s of Origami, Claude Sarasas
o Shape and Form, Albert W. Potter
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Rock Art (4 weeks) • Why did people paint on rocks and
rock walls? • What colors did they use? • How did they make their “paint”? • What things did they usually paint? • Are there paintings still here today? • Did they make rock sculpture? • When did cultures paint inside
caves?
• Sense of time – past/present • Simple image recognition • Pre-reading skills • Drawing skills • Blending colors • Recreating ancient images/icons • Drawing animals
• Paleolithic art • Pre-Columbian Native American Art• Ancient rock art traditions • Vocabulary – rock art, earth colors,
cuneiform, petroglyphs, pictograph • Paper Mache • Rock painting • Ceramic slab painting • Mobile with petroglyphs • Mural with rock art images • Cuneiform design • Crumpled paper painting • Styrofoam etching print • Assessments
o Rubric o Observation
• Resources: o Video: Native Art of North
America, J.W. Walsh o Posters/prints of
petroglyphs/rock art images
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
o A Guide to Zuni Fetishes and Carvings, Kent McManis o Rock Art of the Southwest, Liz and Peter Welsh o www.mnsu.edu/emuseam/prehistory/rockart/definitions.html o www.upenn.edu/museum/games/cuneiform.html o Paleolithic Cave Art, Peter Ucko and Andree’ Rosenfeld o Video: Animals - Wilton Art Appreciation Series o Video: Native Americans: The First Peoples, Edu. Videos o www.pueblopottery.net o www.puebloarts.com
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: What’s the Matter? ( weeks) • What is matter? • What kinds of matter can artists,
shape, mold, or model? • How do artists make art that looks
like different matter? • How can you make things into art
that look like water? like ice? like steam?
• What kind of matter is artwork?
• Knowledge of different forms of matter
• Higher order thinking skills. • Personal creative development • Media manipulation • Drawing, painting, and sculpting
skills
• Various cultures that use or depict differing types of matter to create art
• Winslow Homer • Van Gogh’s The Starry Night • Vocabulary – matter, artwork,
creativity, spiral, solid, gas, texture • Resources
o Form and Space
11/04
New Paltz Central School District ART
Second Grade
UNIT/ESSENTIAL QUESTIONS
SKILLS/TECHNIQUES HISTORY/CULTURE/SUGGESTED LESSONS
UNIT: Spanish Art With Diego Rivera (4 weeks) (or others) • Where do Spanish people live? • Where is Mexico? Spain?
South America? • How does the country a person
lives in affect his/her art? • Who was Diego Rivera? • What was his art like? • What is a mural?
• Spanish language (words chosen by teacher)
• Diversity awareness/empathy/acceptance
• Enlarging images (scale/proportion)
• Figure drawing • Color knowledge
• Diego Rivera’s country and times • Vocabulary – Diego Rivera, mural,
painting, scale, proportion, intermediate colors
• Kraft roll mural • Painting in Rivera’s style • Paper cut-outs (collage) • Figure drawing • Spanish phrase/vocabulary illustration • Assessments
o Rubric o Observation
• Resources: o www.clta.net/lessons/spanish/level
2/diego.html o Los Soridos Para Empezar,
Barbara Gregorich o “¿Hablo Espânol?”, Lynn Brisson o Beginner’s Spanish, Mark Stacey